摘要：This study examined teachers’ decisions and interactions under a curricular proposal for school Physical Education (EFE) based on a critical-overcoming perspective. It is a case study conducted from a qualitative-descriptive approach that analyzed the official document of the town of Camaragibe, Brazil, and interviewed ten teachers. Data were submitted to categorical content analysis according to theme. A peculiar movement was observed in the appropriation of the guidelines for Physical Education by teachers of the area, motivated both by recognizing the potential of that document and by disagreements and/or misunderstandings with respect to points of the proposal, mainly due to lack of in-depth studies about the implications of curricular options for pedagogical practice. Contributions coming from the search for systematization of the knowledge of body culture in EFE classes in Camaragibe were found to be still far below their potential as a reference for pedagogical practice.
